Nuno Dorotea

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Papers by Nuno Dorotea

Digital inclusion for parents: preliminary results of the digital academy project

Educational media international, May 27, 2024

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Teaching and Learning Research Methodologies in Education: A Systematic Literature Review

Education Sciences

This study aims to contribute to understanding of the state of the art regarding the pedagogical ... more This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are con...

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MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

Education Sciences

This paper aims to present a conceptual framework for Massive Open Online Courses (MOOCs) design ... more This paper aims to present a conceptual framework for Massive Open Online Courses (MOOCs) design with regard to continuous teacher training, where a mixed methodology research approach was used. This methodology was structured in two consecutive phases: The first phase adopted a sequential exploratory strategy, where a scoping literature review approach was applied, and analysis content techniques were used to map and analyze the key dimensions in the design of MOOCs. The second phase was based on the concurrent triangulation strategy, where the quantitative data were extracted from 103 questionnaires and the qualitative data were obtained from two mini focus group interviews, which contributed to the development of the framework. Based on the data collected in phase 2, we proposed a framework which is structured in three main dimensions and ten subdimensions: (i) Resources—Human and Technological infrastructure; (ii) Design—Course overview, Target learners, Pedagogical approaches, ...

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Effects of Scratch-based activities on 4th-grade students’ computational thinking skills

Informatics in Education

Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many ... more Computational Thinking (CT) has emerged in recent years as a thematic trend in education in many countries. initiatives have been developed for its inclusion in school curricula. There are many pedagogical strategies to promote the development of elementary school students’ CT skills and knowledge. Unplugged learning tasks, block-based programming projects, and educational robotics are 3 of the most used strategies. This paper aimed to analyze the effect of Scratch-based activities, developed during one scholar year, on the computational thinking skills developed and concepts achieved by 4th-grade students. The study involved 189 students from two school clusters organized into an experimental group and a control group. To assess students’ computational knowledge, the Beginners Computational Thinking Test developed by Several Zapata-Cáceres et al. (2020) was used. The results indicate statistically significant differences between the groups, in which students in the experimental gro...

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Mapping K-12 Computer Science Teacher’s Interest, Self-Confidence, and Knowledge about the Use of Educational Robotics to Teach

Education Sciences

This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze th... more This paper reports a case study, developed in K-12 Portuguese Education, that aimed to analyze the computer science teachers’ knowledge, interest, and self-confidence to use educational robotics and other programable objects in classroom activities to teach computer science concepts and to promote students’ computational thinking skills. The research design was organized into a descriptive and exploratory quantitative approach. The participants were 174 in-service computer science teachers of Portuguese public education. The data was gathered from the participants, through the online application of the Robotics Interest Questionnaire scale (RIQ). Very positive levels of teacher’s knowledge, interest, and self-efficacy to use educational robotics for teaching purposes were reported in the study outcomes. These constructs were underlined in several studies as relevant factors to promote the use of educational robotics and other similar technologies by the teachers. Despite the study l...

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Confiança dos docentes na utilização do digital na transição para o Ensino a Distância

Validação da escala de utilização das tecnologias digitais na gestão escolar

ETD - Educação Temática Digital, 2021

O presente artigo relata o processo de validação de uma escala de frequência na utilização das te... more O presente artigo relata o processo de validação de uma escala de frequência na utilização das tecnologias digitais pelos diretores de escolas Portuguesas nas suas práticas profissionais. A escala em causa foi desenvolvida, pelos autores e previamente validada junto de 3 especialistas em gestão e administração escolar, e posteriormente aplicada à amostra constituída por 133 diretores de escolas do ensino básico e secundário português. A qualidade métrica da escala foi avaliada pela análise de três indicadores: (i) a sensibilidade dos itens através do cálculo dos valores da assimetria e da curtose, (ii) a validade recorrendo à análise fatorial exploratória com rotação varimax, e (iii) a consistência interna através do cálculo do alpha de Cronbach. Os resultados são reveladores de boa qualidade métrica da escala, o que poderá permitir a sua utilização com um grau de confiança favorável.

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Aprendizagem em ambientes LMS – Estudo comparativo entre o grau de satisfação de alunos de ensino presencial e alunos de ensino online

O presente estudo teve como finalidade analisar a existência de diferenças nos níveis de satisfaç... more O presente estudo teve como finalidade analisar a existência de diferenças nos níveis de satisfação entre alunos do ensino presencial e alunos online que frequentaram uma mesma unidade curricular (UC), ministrada totalmente à distância, num Instituto de Ensino Superior nacional no ano letivo 2011/2012. Foi utilizada uma metodologia quantitativa de recolha e análise de dados, obtidos através de um questionário online. O estudo contou com 22 participantes e centrou-se na análise das seguintes dimensões: currículo, docentes/tutores, conteúdos, materiais, metodologias, sistemas de avaliação e infraestrutura. Os resultados mostram que não se encontraram diferenças significativas relativamente aos níveis globais de satisfação e às diferentes dimensões estudadas entre os dois grupos de estudantes.

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Developing Teachers’ Digital Competence: Results From a Pilot in Portugal

IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 2021

This article analyzes the contribution of three continuous professional development sessions for ... more This article analyzes the contribution of three continuous professional development sessions for the improvement of teachers’ digital competence. The contribution was measured using a pre- and post-test. It uses the European Framework for the Digital Competence of Educators (DigCompEdu) as a guiding document and the DigCompEdu Check-In questionnaire as a self-assessment tool. The results show that the contribution was positive, with proficiency levels improving in all competences and competence areas explored during the sessions. Implications are discussed.

On Teaching Programming Fundamentals and Computational Thinking with Educational Robotics: A Didactic Experience with Pre-Service Teachers

Education Sciences, 2020

This study aims to analyze how pre-service informatics teachers design learning scenarios with ro... more This study aims to analyze how pre-service informatics teachers design learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills. A descriptive and exploratory case study design was implemented with 26 pre-service informatics teachers. Data were collected from the participants using qualitative and quantitative instruments. The main results pointed out the affordances and possibilities of the use of learning scenarios with robotics to teach programming fundamentals and to promote computational thinking skills as well as a strong path to promote the application of contents of the other Science, Technology, Engineering, Arts and Mathematics (STEAM) areas. Another significant finding was the impact of the didactic experience on the level of interest and self-confidence of the pre-service teachers in using robotics for teaching purposes. The results showed the importance of these didactics experiences to the pre-service teachers prep...

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Guidelines for Technology-Enhanced Learning Activities in a Live Science School Setting

SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION, 2014

The aim of this study is to understand how teachers appropriate and use digital technologies as s... more The aim of this study is to understand how teachers appropriate and use digital technologies as structuring resources for their students learning science and mathematics within an interactive science centre. In order to understand how learning happens, a conceptual framework and guidelines were developed for teachers to prepare and run activities with children. Teachers use the framework to setup activities to promote interaction of children with existing modules in the exhibitions, making experiments, collecting data, analysing it and sharing the results with their peers. On the methodological level, this study assumes an exploratory nature with a qualitative perspective, involving the teachers participating in the project. The results show that teachers considered the conceptual framework and guidelines necessary as well as extremely useful and stimulating for the development of learning activities.

Trail : transforming assessment into learning conceptualização de plataforma digital adaptativa para avaliação formativa

Tese de doutoramento, Educação (Tecnologias de Informação e Comunicação na Educação), Universidad... more Tese de doutoramento, Educação (Tecnologias de Informação e Comunicação na Educação), Universidade de Lisboa, Instituto de Educação, 2018O presente trabalho enquadra-se no âmbito do programa doutoral em educação no domínio de especialidade de tecnologias da informação e comunicação na educação. Assumiu como propósito estudar a temática das provas digitais online na avaliação com propósitos formativos e os seus benefícios para o processo de ensino e de aprendizagem. Neste sentido, pretendeu-se identificar os constrangimentos do formato papel para uma aplicação regular de provas de avaliação formativa. Procurou-se ainda identificar como o formato digital pode minimizar esses constrangimentos. Estes elementos contribuíram para o desenvolvimento conceptual de uma nova plataforma digital que se denominou de TRAiL – Transforming Assessment into Learning. Considera-se que este sistema se configura como uma solução para os problemas do formato papel através da implementação de tecnologias adaptativas, permitindo a individualização e otimização da aprendizagem dos alunos. No plano metodológico, o trabalho foi estruturado em três fases distintas. Numa primeira fase pretendeu-se conhecer as conceções e práticas dos professores do ensino básico e secundário em relação às provas de avaliação formativa tanto no formato papel como no formato digital. Seguindo uma abordagem metodológica quantitativa, recolheram-se dados junto de 793 professores através da aplicação de um questionário online. Identificados os constrangimentos do formato papel e as caraterísticas mais relevantes do formato digital, deu-se início à segunda fase do trabalho através da revisão de literatura relativamente a particularidades inovadoras decorrentes da evolução tecnológica, mais especificamente no que se refere às tecnologias adaptativas na avaliação das aprendizagens. Identificadas as caraterísticas e funcionalidades tecnológicas mais importantes, procurou-se apresentar uma plataforma que as integrasse. Numa terceira fase, pela impossibilidade de encontrar uma plataforma gratuita e adequada aos propósitos do trabalho, desenvolveu-se conceptualmente a plataforma TRAiL. Este sistema implementa as caraterísticas e funcionalidades apontadas pelos professores como mais relevantes e, através das suas particularidades adaptativas, permite uma utilização ajustada às necessidades dos alunos e dos professores. Neste sentido, foram concebidos três protótipos não funcionais da plataforma, um para cada utilizador-tipo: aluno, professor e coordenação. Por último, procurou-se apresentar um conjunto de sugestões para o desenvolvimento e implementação futura da plataforma TRAiL.This work is part of the doctoral program in education in the field of information and communication technologies in education. Its purpose was to study the subject of online digital tests for formative assessment and its benefits to the teaching and learning process. Therefore, it aims to identify the constraints of the paper format for a regular application of formative assessment tests, and how the digital format can minimize these constraints. These elements contributed to the conceptual development of a new digital platform that was called TRAiL - Transforming Assessment into Learning. It is considered that this system is a solution to the problems of the paper format through the implementation of adaptive technologies, allowing the individualization and optimization of students' learning. Methodologically, the work was structured in three distinct phases. In a first phase, it was intended to know the concepts and practices of primary and secondary school teachers in relation to the formative assessment tests in both paper and digital formats. Following a quantitative methodological approach, data were collected from 793 teachers through the application of an online questionnaire. Once the constraints of the paper format, as well as the most relevant characteristics of the digital format were identified, the second phase of this work was started by reviewing the literature on innovative particularities arising from technological developments, more specifically on adaptive technologies for learning assessment. Identified the most important characteristics and functionalities, a platform that integrated them was presented. In a third phase, and due to the impossibility of finding a free and appropriate platform for the purposes of this work, the TRAiL platform was conceptually developed. This system implements the characteristics and functionalities pointed out by the teachers as more relevant and, through its adaptive particularities, allows an adjusted use to the needs of students and teachers. Thus, three non-functional prototypes of the platform were conceived, one for each type of user: student, teacher and coordination. Finally, it is presented a set of suggestions for the future development and implementation of the TRAIL platform

Nuno Dorotea

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